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Negotiating diasporic identity in Arab-Canadian students : double consciousness, belonging, and radicalization

  • 作者： Abdul-Jabbar, Wisam Kh, author.
  • 其他作者：
  • 其他題名：
    • Palgrave studies in educational futures.
  • 出版： Cham : Springer International Publishing :Imprint: Palgrave Macmillan
  • 叢書名： Palgrave studies in educational futures
  • 主題： Immigrants--Canada--Social conditions. , College students--Canada--Attitudes. , Arabs--Canada--Attitudes. , Sociology of Education. , Curriculum Studies. , Ethnicity Studies. , Diaspora. , Religion and Education. , Postcolonial/World Literature.
  • ISBN： 9783030162832 (electronic bk.) 、 9783030162825 (paper)
  • FIND@SFXID: CGU
  • 資料類型: 電子書
  • 內容註: 1. Introduction/But, seriously, What's this book About? -- 2. The Educational Conceptual Perspective: Ethnic Identity, Literacy and Reader-Response Pedagogy -- 3. Anglophone Arab Literature in Diaspora: Living on the Fringes of Culture -- 4. The Theoretical and Methodological Framework: Postcolonial Theory, Double Consciousness and Study Design -- 5. The Arab Diasporic Condition and the Representational in Selected Short Stories -- 6. Double Consciousness: The Poetics and Politics of Being Canadian -- 7. Implications and Conclusions.
  • 摘要註: This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.
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  • 系統號： 005455586 | 機讀編目格式

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    This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.

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